Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 1
st
1 Quarter: Chapters 2, 3, 4, 5, & 6
Unit 1:
Our Colonial Heritage
(Beginnings-1783)
U.S. History
Chapter 2
Before the First Global Age
(Beginnings – 1600)
st
Dates: 1 9 weeks
(1 week)
(pgs.34-61)*
Grade: 8
How did American, African, and European cultures differ from one another before 1500?
-How did Native American societies develop across Mesoamerica and South America?
Essential Questions:
-Why did many diverse Native American cultures develop across the different geographic regions of North America?
-How did West Africa’s powerful kingdoms of Ghana, Mali, and Songhai, use trade to gain wealth?
-How did new ideas and trade change Europeans’ lives?
Standard 1:
BENCHMARK CODE
SS.8.A.1.7
SS.8.G.3.1
SS.8.A.5.1
SS.8.A.1.2
SS.8.A.1.3
L.A.8.1.6.1
L.A.8.1.6.2
LACC.68.RH.1.1
LACC.68.WHST.1.1
Use research and inquiry skills to analyze American History using primary and secondary sources.
BENCHMARK
View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts.
Locate and describe in geographic terms the major ecosystems of the United States.
Describe human dependence on the physical environment and natural resources to satisfy basic needs in local
environments in the Unites States.
Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and effect.
Analyze current events relevant to American History topics through a variety of electronic and print media resources.
The student will use new vocabulary that is introduced and taught directly.
The student will listen to, read, and discuss familiar and conceptually challenging text.
Cite specific textual evidence to support analysis of primary and secondary sources.
Write arguments focused on discipline-specific content.
A. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
B. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
C. Use words phrases, and clauses to create cohesion and clarify the relationships among claims(s), counterclaims,
reasons, and evidence.
D. Establish and maintain a formal style.
E. Provide a concluding statement or selection that follows from and supports the argument presented.
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 2
LACC.68.WHST.1.2
LACC.68.RH.1.2
LACC.68.RH.2.4
LACC.68.WHST.2.5
LACC.68.WHST.2.6
LACC.68.RH.3.7
LACC.68.RH.3.8
LACC.68.WHST.3.8
LACC.68.RH.3.9
MA.8.A.1.3
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or
technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories as appropriate to achieving purposes; including formatting, graphics, and multimedia when useful to
aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information
and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the
source distinct from prior knowledge or opinions.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related
to history/social studies.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Use technology, including the internet, to produce and publish writing and present the relationships between information
and ideas clearly and efficiently.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital
texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
Analyze the relationship between a primary and secondary source on the same topic.
Use tables, graphs, and models to represent, analyze, and solve real-world problems related to systems of linear
equations.
Key Terms and Essential Vocabulary:
Significant Events:
Important People:
Bering Land Bridge
Black Death
Paleo-Indians
Migration
Iroquois League
Hunter-gatherers
Berbers
Environments
Mansa Musa
Culture
Askia the Great
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 3
Pueblos
Socrates
Kivas
Plato
Totems
Aristotle
Teepees
Michelangelo
Matrilineal
Leonardo da Vinici
Hajj
Johannes Gutenberg
Mosques
Reason
Democracy
Knights
Joint-stock companies
Learning Activities:
History Alive Chapter 1
History Alive Investigating History: Page 426
•
Stanford History Education Group: “Reading like a Historian,” Introduction: http://sheg.stanford.edu/?q=node/21- this site has great lessons using primary
sources for each history unit of study.
•
Cross-Discipline Activity; Mapping Native American Culture Groups, Alternative Assessment, Rubric 20 –Teacher Edition, p13
•
Ghana Web Page, Teacher Edition, p. 17
•
Biography Activity on Mansa Musa, Teacher Edition, p. 21: Write a Eulogy.
•
Descriptive Letter about what Marco Polo saw on his journeys, Teacher Edition, p. 25.
•
Differentiated Instruction: ESL- (TE page 37).
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 4
U.S. History
Unit 1
Our Colonial
Heritage
(Beginnings-1783)
Chapter 3
Exploration and
Colonization
(1400 – 1750)
st
Dates: 1 9 weeks
(1week)
(pgs.66-96)
Grade: 8
How did Europeans change life in the Americas?
– Europeans explored the world, searching for what?
– What did Columbus voyages lead to between Europe, Africa, and the Americas?
Essential Questions:
– How did Spain establish a large empire in the Americas?
– Did other European nations challenge Spain in the Americas?
– Why did Europeans force millions of African slaves to work in their colonies?
Standard 2:
BENCHMARK CODE
SS.8.A.2.1
SS.8.A.2.3
SS.8.A.2.4
SS.8.A.2.5
SS.8.A.2.7
SS.8.A.1.1
SS.8.A.1.5
SS.8.A.3.16
SS.8.E.1.1
SS.8.G.1.2
L.A.8.1.6.1
L.A.8.1.6.2
Examine the causes, course, and consequences of British settlement in the American colonies.
BENCHMARK
Compare the relationships among the British, French, Spanish, and Dutch in their struggle for colonization of North America.
Differentiate economic systems of New England, Middle and Southern colonies including indentured servants and slaves as
labor sources.
Identify the impact of key colonial figures on the economic, political, and social development of the colonies.
Discuss the impact of colonial settlement on Native American populations.
Describe the contributions of key groups (Africans, Native Americans, women, and children) to the society and culture of
colonial America.
Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text,
and identify strong vs. weak arguments.
Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical
documents.
Examine key events in Florida history as each impact this era of American history.
Examine motivating economic factors that influenced the development of the United States economy over time including
scarcity, supply and demand, opportunity costs, incentives, profits, and entrepreneurial aspects.
Use appropriate geographic tools and terms to identify and describe significant places and regions in American history.
The student will use new vocabulary that is introduced and taught directly.
The student will listen to, read, and discuss familiar and conceptually challenging text.
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 5
U.S. History
LACC.68.RH.1.1
LACC.68.WHST.1.1
LACC.68.WHST.1.2
LACC.68.RH.1.2
LACC.68.RH.2.4
LACC.68.WHST.2.5
LACC.68.WHST.2.6
LACC.68.RH.3.7
LACC.68.RH.3.8
LACC.68.WHST.3.8
Unit 1
Chapter 3
st
Dates: 1 9 weeks
Our Colonial
Exploration and
(1week)
Grade: 8
Heritage
Colonization
(pgs.66-96)
(Beginnings-1783)
(1400 – 1750)
Cite specific textual evidence to support analysis of primary and secondary sources.
Write arguments focused on discipline-specific content.
F. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
G. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding
of the topic or text, using credible sources.
H. Use words phrases, and clauses to create cohesion and clarify the relationships among claims(s), counterclaims,
reasons, and evidence.
I. Establish and maintain a formal style.
J. Provide a concluding statement or selection that follows from and supports the argument presented.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical
processes.
g. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories as appropriate to achieving purposes; including formatting, graphics, and multimedia when useful to aiding
comprehension.
h. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and
examples.
i. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
j. Use precise language and domain-specific vocabulary to inform about or explain the topic.
k. Establish and maintain a formal style and objective tone.
l. Provide a concluding statement or section that follows from and supports the information.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the
source distinct from prior knowledge or opinions.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains
related to history/social studies.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Use technology, including the internet, to produce and publish writing and present the relationships between information and
ideas clearly and efficiently.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital
texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 6
U.S. History
LACC.68.RH.3.9
MA.8.A.1.3
Unit 1
Chapter 3
st
Dates: 1 9 weeks
Our Colonial
Exploration and
(1week)
Grade: 8
Heritage
Colonization
(pgs.66-96)
(Beginnings-1783)
(1400 – 1750)
accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following
a standard format for citation.
Analyze the relationship between a primary and secondary source on the same topic.
Use tables, graphs, and models to represent, analyze, and solve real-world problems related to systems of linear
equations.
Key Terms and Essential Vocabulary:
Significant Events:
Important People:
Astrolabe
Line of demarcation
Leif Eriksson
Caravels
Treaty of Tordesillas
Henry the Navigator
Circumnavigate
Columbian Exchange
Christopher Columbus
Conquistadors
Protestant Reformation
Ferdinand Magellan
Encomienda system
Spanish Armanda
Hernan Cortes
Plantations
Northwest Passage
Francisco Pizarro
Charter
Middle Passage
Moctezuma
Immune
African Diaspora
Bartolome de Las Casas
Effect
Protestants
structure
Jacques Cartier
Learning Activities:
Chapter 2 History Alive
History Alive Investigating History: Page 427
•
Stanford History Education Group: Unit 2: Colonial http://sheg.stanford.edu/?q=node/23
•
Mapping the New World Lesson Plan; PowerPoint
•
Write a letter from the perspective of a colonist and/or a Native American describing your colonization experience.
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 7
U.S. History
Unit 1
Our Colonial
Heritage
(Beginnings-1783)
Chapter 3
Exploration and
Colonization
(1400 – 1750)
st
Dates: 1 9 weeks
(1week)
(pgs.66-96)
•
Create a short commercial to advertise your colony.
•
Collaborate with partners to create a news show in which you interview colonists about their lives.
Grade: 8
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 8
U.S. History
Unit 1
Our Colonial Heritage
(Beginnings-1783)
Chapter 4
The English Colonies
(1605 – 1774)
st
Dates: 1 9 weeks
(3 weeks)
(pgs. 100-131)
Grade: 8
How did the experiences of the colonists shape America’s political and social ideas?
Essential Questions:
– Despite a difficult beginning, when did the southern colonies flourished?
–When English colonists traveled to New England, why did they hope to gain religious freedom?
– Why did people from many nations settle in the middle colonies?
– How did the English colonies continue to grow despite many challenges?
– What developed as the British government placed tax after tax on the colonies?
Standard 2:
BENCHMARK CODE
SS.8.A.2.2
LA.8.1.6.3
LA.8.6.2.2
SS.8.A.3.2
SS.8.A.2.6
SS.8.A.3.1
SS.8.A.3.3
SS.8.A.3.5
SS.8.G.2.2
SS.8.C.1.2
SS.8.A.3.6
SS.8.A.3.8
SS.8.A.3.15
SS.8.G.2.3
Examine the causes, course, and consequences of British settlement in the American colonies.
BENCHMARK
Compare the characteristics of the New England, Middle, and Southern colonies.
The student will use context clues to determine meanings of unfamiliar words.
The student will assess, organize, synthesize, and evaluate the validity and reliability of information in text, using a variety
of techniques by examining several sources of information, including both primary and secondary sources.
Explain American colonial reaction to British policy from 1763-1774.
Examine the causes, course, and consequences of the French and Indian War.
Explain the consequences of the French and Indian War in British policies for the American colonies from 1763-1774.
Recognize the contributions of the Founding Fathers during American Revolutionary efforts.
Describe the influences of individuals on social and political developments during the Revolutionary era.
Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have
had critical economic, physical, or political ramifications.
Compare views of self-government and the rights and responsibilities of citizens held by Patriots, Loyalists, and other
colonists.
Examine the causes, course, and consequences of the American Revolution.
Examine individuals and groups that affected political and social motivations during the American Revolution.
Examine this time period (1763-1815) from the perspective of historically under-represented groups.
Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over
time.
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 9
U.S. History
SS.8.G.6.1
L.A.8.1.6.1
L.A.8.1.6.2
LACC.68.RH.1.1
LACC.68.WHST.1.1
LACC.68.WHST.1.2
LACC.68.RH.1.2
LACC.68.RH.2.4
LACC.68.WHST.2.5
LACC.68.WHST.2.6
LACC.68.RH.3.7
Unit 1
Our Colonial Heritage
(Beginnings-1783)
Chapter 4
The English Colonies
(1605 – 1774)
st
Dates: 1 9 weeks
(3 weeks)
(pgs. 100-131)
Grade: 8
Use appropriate maps and other graphic representations to analyze geographic problems and changes over time
throughout American history.
The student will use new vocabulary that is introduced and taught directly.
The student will listen to, read, and discuss familiar and conceptually challenging text.
Cite specific textual evidence to support analysis of primary and secondary sources.
Write arguments focused on discipline-specific content.
K. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
L. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
M. Use words phrases, and clauses to create cohesion and clarify the relationships among claims(s), counterclaims,
reasons, and evidence.
N. Establish and maintain a formal style.
O. Provide a concluding statement or selection that follows from and supports the argument presented.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or
technical processes.
m. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories as appropriate to achieving purposes; including formatting, graphics, and multimedia when useful to
aiding comprehension.
n. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information
and examples.
o. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
p. Use precise language and domain-specific vocabulary to inform about or explain the topic.
q. Establish and maintain a formal style and objective tone.
r. Provide a concluding statement or section that follows from and supports the information.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the
source distinct from prior knowledge or opinions.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains
related to history/social studies.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Use technology, including the internet, to produce and publish writing and present the relationships between information
and ideas clearly and efficiently.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital
texts.
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 10
U.S. History
Unit 1
Our Colonial Heritage
(Beginnings-1783)
LACC.68.RH.3.8
LACC.68.WHST.3.8
LACC.68.RH.3.9
MA.8.A.1.3
Chapter 4
The English Colonies
(1605 – 1774)
st
Dates: 1 9 weeks
(3 weeks)
(pgs. 100-131)
Distinguish among fact, opinion, and reasoned judgment in a text.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
Analyze the relationship between a primary and secondary source on the same topic.
Use tables, graphs, and models to represent, analyze, and solve real-world problems related to systems of linear
equations.
Key Terms and Essential Vocabulary:
Significant Events:
Important People:
Indentured servants
Jamestown
John Smith
Slave codes
Bacon’s Rebellion
Pocahontas
Immigrants
Toleration Act of 1649
Olaudah Equano
Staple crops
Mayflower Compact
Puritans
Town meeting
English Bill of Rights
Pilgrims
Triangular trade
Great Awakening
Squanto
Enlightenment
John Winthrop
Committees of Correspondence
Anne Hutchinson
Stamp Act of 1765
Peter Stuyvesant
Boston Massacre
Quakers
Tea Act
William Penn
Boston Tea Party
Jonathan Edwards
Intolerable Acts
John Locke
Quartering Act
Pontiac
Samuel Adams
Learning Activities:
History Alive Chapter 3 and 4
Grade: 8
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 11
U.S. History
Unit 1
Our Colonial Heritage
(Beginnings-1783)
Chapter 4
The English Colonies
(1605 – 1774)
st
Dates: 1 9 weeks
(3 weeks)
(pgs. 100-131)
Grade: 8
History Alive: Investigating History page 429 and 430
•
Students work in collaborative pairs to create a brochure or presentation persuading other colonists to join them as Patriots or Loyalists. (Collaboration and
Leadership; Initiative and Entrepreneurialism)
•
Students play the role of Patriot or Loyalist to debate whether the American colonies should break away from England. (Effective Oral and Written
Communication)
•
Students create a Declaration of Independence for a contemporary group, e.g. teenagers, a minority group, citizens of a country that is oppressed, etc.
(Effective Oral and Written Communication; Accessing and Analyzing Information)
•
www.sheg.stanford.edu: Unit 2: Colonial: Pocahontas Lesson Plan; Timeline; original documents
•
www.sheg.stanford.edu: Unit 2: Colonial: Mapping the New World Lesson Plan; power point
•
www.sheg.stanford.edu: Unit 2: Colonial: The Puritans Lesson Plan; original documents
•
www.sheg.stanford.edu: Unit 2: Colonial: Examining Passenger Lists Lesson Plan
•
www.sheg.stanford.edu: Unit 2: King Philip’s War Lesson Plan; original documents
•
www.sheg.stanford.edu: Unit 2: Salem Witch Trials Lesson Plan; original documents
U.S. History
Unit 1
Our Colonial Heritage
(Beginnings-1783)
Chapter 5 & 6
Crisis in the Colonies &
The American Revolution
(1745-1783)
st
Dates: 1 9 weeks
(4 weeks)
(pgs. 138-194)
Grade: 8
How was it possible for the American Patriots to gain their independence from the powerful British Empire?
- The tensions between the colonies and Great Britain led to what type conflict in 1775?
Essential Questions:
-When did the colonies formally declare their independence from Great Britain?
-What did Patriot forces face during the war against Britain?
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 12
U.S. History
Unit 1
Our Colonial Heritage
(Beginnings-1783)
Chapter 5 & 6
Crisis in the Colonies &
The American Revolution
(1745-1783)
st
Dates: 1 9 weeks
(4 weeks)
(pgs. 138-194)
Grade: 8
- Where did the war spread and where were British finally defeated?
Standard 3:
BENCHMARK CODE
SS.8.A.3.4
SS.8.A.1.1
SS.8.A.1.4
SS.8.A.1.6
SS.8.A.3.7
SS.8.A.3.12
SS.8.A.3.16
SS.8.C.1.2
SS.8.C.1.3
SS.8.C.1.4
SS.8.G.1.1
SS.8.G.4.6
L.A.8.1.6.1
L.A.8.1.6.2
LACC.68.RH.1.1
LACC.68.WHST.1.1
LACC.68.WHST.1.2
Demonstrate an understanding of the causes, course, and consequences of the American Revolution and the founding
principles of our nation.
BENCHMARK
Examine the contributions of influential groups to both the American and British war efforts during the American
Revolutionary War and their effects on the outcome of the war.
Provide supporting details for an answer from text, interview for oral history, check validity of information from
research/text, and identify strong vs. weak arguments
Differentiate fact from opinion; utilize appropriate historical research and fiction/nonfiction support materials.
Compare interpretations of key events and issues throughout American History.
Examine the structure, content, and consequences of the Declaration of Independence.
Examine the influences of George Washington‘s presidency in the formation of the new nation.
Examine key events in Florida history as each impact this era of American history.
Compare views of self-government and the rights and responsibilities of citizens held by Patriots, Loyalists, and other
citizens.
Recognize the role of civic virtue in the lives of citizens and leaders from the colonial period through Reconstruction.
Identify the evolving forms of civic and political participation from the colonial period through Reconstruction.
Use maps to explain physical and cultural attributes of major regions throughout American history.
Use political maps to describe changes in boundaries and governance throughout American history.
The student will use new vocabulary that is introduced and taught directly.
The student will listen to, read, and discuss familiar and conceptually challenging text.
Cite specific textual evidence to support analysis of primary and secondary sources.
Write arguments focused on discipline-specific content.
P. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
Q. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
R. Use words phrases, and clauses to create cohesion and clarify the relationships among claims(s), counterclaims,
reasons, and evidence.
S. Establish and maintain a formal style.
T. Provide a concluding statement or selection that follows from and supports the argument presented.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 13
U.S. History
LACC.68.RH.1.2
LACC.68.RH.2.4
LACC.68.WHST.2.5
Unit 1
Our Colonial Heritage
(Beginnings-1783)
Chapter 5 & 6
Crisis in the Colonies &
The American Revolution
(1745-1783)
st
Dates: 1 9 weeks
(4 weeks)
(pgs. 138-194)
Grade: 8
technical processes.
s. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories as appropriate to achieving purposes; including formatting, graphics, and multimedia when useful to
aiding comprehension.
t. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information
and examples.
u. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
v. Use precise language and domain-specific vocabulary to inform about or explain the topic.
w. Establish and maintain a formal style and objective tone.
x. Provide a concluding statement or section that follows from and supports the information.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the
source distinct from prior knowledge or opinions.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related
to history/social studies.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been
LACC.68.WHST.2.6
LACC.68.RH.3.7
LACC.68.RH.3.8
LACC.68.WHST.3.8
LACC.68.RH.3.9
MA.8.A.1.3
addressed.
Use technology, including the internet, to produce and publish writing and present the relationships between information
and ideas clearly and efficiently.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital
texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
Analyze the relationship between a primary and secondary source on the same topic.
Use tables, graphs, and models to represent, analyze, and solve real-world problems related to systems of linear
equations.
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 14
U.S. History
Unit 1
Our Colonial Heritage
(Beginnings-1783)
Chapter 5 & 6
Crisis in the Colonies &
The American Revolution
(1745-1783)
st
Dates: 1 9 weeks
(4 weeks)
(pgs. 138-194)
Key Terms and Essential Vocabulary:
Significant Events:
Important People:
Minutemen
First Continental Congress
Patriots
mercenaries
Second Continental Congress
Redcoats
Continental Army
George Washington
Battle of Bunker Hill
Thomas Paine
Common Sense
Thomas Jefferson
Declaration of Independence
Loyalists
Battle of Trenton
Marquis de Lafayette
Battle of Saratoga
Baron Friedrich von Steuben
Battle of Yorktown
Bernardo de Galvez
Treaty of Paris 0f 1783
John Paul Jones
Grade: 8
George Rogers Clark
Francis Marion
Comte de Rochambeau
Learning Activities: Chapter 5, 6 and 7 History Alive History Alive: Investigating History pages 430-­‐433 •
Students write an essay as to why they would or would not stay with General Washington at Valley Forge (Critical Thinking and Problem
Solving; Effective Oral and Written Communication)
•
Students create a chart listing the technological advances in medicine and espionage during the Revolution and describe how each contributed
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 15
U.S. History
Unit 1
Our Colonial Heritage
(Beginnings-1783)
Chapter 5 & 6
Crisis in the Colonies &
The American Revolution
(1745-1783)
st
Dates: 1 9 weeks
(4 weeks)
(pgs. 138-194)
Grade: 8
to the American victory. (Accessing and Analyzing Information)
•
Compare and contrast warfare in the 18th and 21st centuries. What has remained the same? What has changed? (Accessing and Analyzing
Information)
•
www.sheg.stanford.edu: Unit 3: Revolution and Expansion: Great Awakening Lesson Plan; power point; original document
•
www.sheg.stanford.edu: Unit 3: Revolution and Expansion: Stamp Act Lesson Plan; original document
•
www.sheg.stanford.edu: Unit 3: Revolution and Expansion: Battle of Lexington Lesson Plan; Lexington images; original documents
•
www.sheg.stanford.edu: Unit 3: Revolution and Expansion: Loyalists Lesson Plan; original documents
•
www.sheg.stanford.edu: Unit 3: Revolution and Expansion: Declaration of Independence Lesson Plan
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 16
2nd Quarter: Chapters, 7, 8, 9, 10, 11 & 12
U.S. History
Unit 2: A New Nation
(1776-1800)
Chapter 7: Forming a
Government (1777-1790)
Dates: 2nd 9 weeks
(1 week)
(pgs. 198-219)
Grade: 8
What events and ideas affected the writing of the Articles of Confederation and the Constitution?
-How did the Articles of Confederation provide a framework for a new national government?
Essential
Questions:
-What problems did the young nation face that made it clear that a new constitution was needed?
- How did a new constitution provide a framework for a stronger national government?
-What issues were debated before ratifying the Constitution?
Unit Benchmark:
BENCHMARK
CODE
SS.A.3.9
SS. 8.A.3.10
SS.8.A.3.11
SS. 8.A.3.15
SS.8.A.4.2
SS.8.A.5.2
SS.8.C.1.4
SS.8.C.1.5
SS.C.2.1
SS.8.E.1.1
SS.8.E.2.2
SS.8.G.1.1
SS.8.G.1.2
SS.8.G.4.4
SS.8.G.6.1
LACC.68.RH.1.1:
Standard 3: Demonstrate an understanding of the causes, course, and consequences of the American Revolution and the founding principles
of our nation.
BENCHMARK
Evaluate the structure, strength, and weaknesses of the Articles of Confederation and its aspects that led to the Constitutional Convention.
Examine the course and consequences of the Constitutional Convention (NJ Plan, VA Plan, Great Compromise, 3/5’s Compromise, compromises regarding
taxation and slave trade, Electoral College, state v. federal power, empowering a president).
Analyze support and opposition. (Federalists, Federalist Papers, Anti-Federalists, Bill of Rights) to ratification of the US Constitution
Examine this time period (1763-1815) from the perspective of historically under-represented groups. (children, indentured servants, Native Americans, slaves,
women, working class.
Describe the debate surrounding the spread of slavery into western territories and Florida.
Analyze the role of slavery in the development of sectional conflict.
Identify the evolving forms of civic and political participation from the colonial period through Reconstruction.
Apply the rights and principles contained in the Constitution and Bill of Rights to the lives of citizens today.
Evaluate and compare the essential ideals and principles of American constitutional government expressed in primary sources from the colonial period to
Reconstruction.
Examine the motivating economic factors that influenced the development of the US economy over time including scarcity, supply& demand, opportunity
costs, incentives, profits, and entrepreneurial aspects.
Explain the economic impact of government policies.
Use maps to explain physical and cultural attributes of major regions throughout American history.
Use appropriate geographic tools and terms to identify and describe significant places and regions in American history.
Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns, and cultural/political interaction in
the US throughout time.
Use appropriate maps and other graphic representations to analyze geographic problems and changes over time throughout American history.
Cite specific textual evidence to support analysis of primary and secondary sources.
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 17
LACC.68.WHST.1.1:
LACC.68.WHST.1.2
LACC.68.RH.1.2
LACC.68.RH.2.4:
LACC.68.WHST.2.5
LACC.68.WHST.2.6
LACC.68.RH.3.7
LACC.68.RH.3.8
LACC.68.WHST.3.8
LACC.68.RH.3.9
MA.8.A.1.3:
Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented
Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into
broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other
information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and
concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the
source distinct from prior knowledge or opinions.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains
related to history/social studies.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been
addressed.
Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and
quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Analyze the relationship between a primary and secondary source on the same topic.
Use tables, graphs, and models to represent, analyze, and solve real-world problems related to systems of linear
equations.
Key Terms
Significant Events:
Important People:
Magna Carta
Shay’s Rebellion
Daniel Shays
Constitution
Constitutional Convention
James Madison
Virginia Statute for Religious Freedom
Virginia Plan
George Mason
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 18
Suffrage
New Jersey Plan
Ben Franklin
Articles of Confederation
Great Compromise
Benjamin Banneker
Ratification
Three-Fifths Compromise
Land Ordinance of 1785
Northwest Territory
Tariffs
Interstate commerce
Inflation
Depression
Popular sovereignty
Federalism
Legislative branch
Executive branch
Judicial branch
Checks and balances
Anti-federalists
Federalists
Federalists Papers
Amendments
Bill of Rights
Academic Vocabulary: advocate ( p.171)
Learning Activities:
History Alive Chapter 8
History Alive Investigating History page 433
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 19
Class Assignment(s)/Project(s):
•
Document-based Question (DBQ)-How Did the Constitution Guard Against Tyranny?
•
Stanford History Education Group: http://sheg.stanford.edu/?q=node/25
- Shays' Rebellion Lesson Plan; PowerPoint on Articles of Confederation; original documents
ü
- Federalists vs. Antifederalists Lesson Plan; original documents
- Slavery in the Constitution Lesson Plan; original documents
- Hamilton vs. Jefferson Lesson Plan; original documents
U.S. History
Unit 2: A New Nation
(1777-1800)
Chapter 8: Government,
Citizenship, and the
Constitution (1787-present)
Dates: Dates: 2nd 9 weeks
(1 week)
(pgs. 246-272)
Grade: 8
How do the ideas in the Constitution affect the lives of Americans?
Essential
Questions:
-How does the U.S. Constitution balance federal governmental powers among three branches of government?
-How does the Bill of Rights define the rights and freedoms of citizens?
-What are the privileges and responsibilities of being an American citizen?
Unit Benchmark:
Civics &
Government
BENCHMARK
CODE
SS.8.A.1.2
SS.8.A.1.7
Standard 1: The student will evaluate the roles, rights, and responsibilities of United States citizens and determine methods of active
participation in society, government, and the political system.
Standard 2: The student will demonstrate an understanding of the principles, functions, and organization of government.
BENCHMARK
Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and effect.
View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts.
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 20
Unit 2: A New Nation
(1777-1800)
U.S. History
SS.8.A.5.8
SS.8.C.1.1
SS.8.C.1.3
SS.8.C.1.4
SS.8.C.1.5
SS.8.C.1.6
SS.8.C.2.1
SS.8.G.1.1
SS.8.G.4.1
SS.8.G.4.2
LACC.68.RH.1.1
LACC.68.WHST.1.1
LACC.68.WHST.1.2
LACC.68.RH.1.3
LACC.68.RH.2.4
LACC.68.WHST.2.5
Dates: Dates: 2nd 9 weeks
(1 week)
(pgs. 246-272)
Grade: 8
Explain and evaluate the policies, practices, and consequences of Reconstruction (presidential and congressional reconstruction, Johnson's impeachment,
Civil Rights Act of 1866, the 13th, 14th, and 15th Amendments, opposition of Southern whites to Reconstruction, accomplishments and failures of Radical
Reconstruction, presidential election of 1876, end of Reconstruction, rise of Jim Crow laws, rise of Ku Klux Klan).
Identify the constitutional provisions for establishing citizenship.
Recognize the role of civic virtue in the lives of citizens and leaders from the colonial period through Reconstruction.
Identify the evolving forms of civic and political participation from the colonial period through Reconstruction.
Apply the rights and principles contained in the Constitution and Bill of Rights to the lives of citizens today.
Evaluate how amendments to the Constitution have expanded voting rights from our nation's early history to present day.
Evaluate and compare the essential ideals and principles of American constitutional government expressed in primary sources from the colonial period to
Reconstruction.
Use maps to explain physical and cultural attributes of major regions throughout American history.
Interpret population growth and other demographic data for any given place in the United States throughout its history.
Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin
and destination.
Cite specific textual evidence to support analysis of primary and secondary sources.
Write arguments focused on discipline-specific content.
a.
LACC.68.RH.1.2
Chapter 8: Government,
Citizenship, and the
Constitution (1787-present)
Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and
evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using
credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or
opinions.
Write informative / explanatory texts, including the narration of historical events, scientific procedures / experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving
purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Identify key steps in a text’s description of a process related to history / social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history / social studies.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 21
Unit 2: A New Nation
(1777-1800)
U.S. History
LACC.68.RH.2.6
LACC.68.WHST.2.6
LACC.68.RH.3.7
LACC.68.RH.3.8
LACC.68.WHST.3.8
LACC.68.RH.3.9
LACC.68.RH.1.1
LACC.68.WHST.1.1
Chapter 8: Government,
Citizenship, and the
Constitution (1787-present)
LACC.68.WHST.1.2
LACC.68.RH.1.3
MA.8.A.1.3:
Key Terms
Cite specific textual evidence to support analysis of primary and secondary sources.
Write arguments focused on discipline-specific content.
Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and
evidence logically.
g. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using
credible sources.
h. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
i.
Establish and maintain a formal style.
j.
Provide a concluding statement or section that follows from and supports the argument presented.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or
opinions.
Write informative / explanatory texts, including the narration of historical events, scientific procedures / experiments, or technical processes.
g. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving
purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
h. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
i.
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
j.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
k. Establish and maintain a formal style and objective tone.
l.
Provide a concluding statement or section that follows from and supports the information or explanation presented.
Identify key steps in a text’s description of a process related to history / social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
Use tables, graphs, and models to represent, analyze, and solve real-world problems related to systems of linear
equations.
Important People:
Thurgood Marshall
Federal system
Grade: 8
approach, focusing on how well purpose and audience have been addressed.
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and
quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Analyze the relationship between a primary and secondary source on the same topic.
f.
LACC.68.RH.1.2
Dates: Dates: 2nd 9 weeks
(1 week)
(pgs. 246-272)
Sandra Day O’Connor
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 22
Unit 2: A New Nation
(1777-1800)
U.S. History
Impeach
Chapter 8: Government,
Citizenship, and the
Constitution (1787-present)
James Madison
Veto
Executive orders
Pardons
Majority rule
Petition
Search warrant
Due process
Indict
Double jeopardy
Eminent domain
Naturalized citizen
Deport
Draft
Political action committees
Interest groups
Academic Vocabulary: distinct (p. 183)
Influence (p. 224)
Learning Activities:
History Alive Chapters 9 and 10
History Alive: Investigating History pages 434-435
Dates: Dates: 2nd 9 weeks
(1 week)
(pgs. 246-272)
Grade: 8
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 23
U.S. History
Unit 2: A New Nation
(1777-1800)
Chapter 8: Government,
Citizenship, and the
Constitution (1787-present)
Dates: Dates: 2nd 9 weeks
(1 week)
(pgs. 246-272)
Grade: 8
Class Assignment(s)/Project(s)/Resources:
•
http://billofrightsinstitute.org/ Excellent lessons plans
•
http://www.shmoop.com/constitution/14th-amendment.html Great kid-friendly explanation of the Constitution.
U.S. History
Unit 2: A New Nation
(1777-1800)
Chapter 9: Launching the
Nation (1789-1800)
Dates: 2nd 9 weeks
(2 weeks)
(pgs. 276-295)
Grade: 8
What important events occurred during the terms of the first two U.S. presidents?
- How did President Washington establish a new national government as the first president?
Essential
Questions:
-What was treasury secretary, Alexander Hamilton ‘s innovative financial plan?
-What significant foreign and domestic challenges did the new nation face under Washington?
-How did the development of political parties in the US contributed to differing ideas about the role of the federal government?
Standard 3:
BENCHMARK
CODE
SS.8.A.1.
SS.8.A.1.7
SS.8.A.3.12
SS.8.A.3.13
SS.8.A.3.15
SS.8.A.3.16
Demonstrate an understanding of the causes, course, and consequences of the American Revolution and the founding principles of our
nation.
BENCHMARK
Compare interpretations of key events and issues throughout American History.
View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts.
Examine the influences of George Washington's presidency in the formation of the new nation.
Remarks/Examples:
Examples are personal motivations, military experience, political influence, establishing Washington, D.C. as the nation's capital, Farewell Address.
Explain major domestic and international economic, military, political, and socio-cultural events of John Adams's presidency.
Remarks/Examples:
Examples are XYZ Affairs, Alien and Sedition Acts, Land Act of 1800.
Examine this time period (1763-1815) from the perspective of historically under-represented groups (children, indentured servants, Native Americans, slaves,
women, and working class).
Examine key events in Florida history as each impacts this era of American history.
Remarks/Examples:
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 24
Unit 2: A New Nation
(1777-1800)
U.S. History
SS.8.A.4.4
SS.8.C.1.3
SS.8.C.2.1
SS.8.E.2.1
SS.8.E. 2.2
SS.8.E.3.1
SS.8.G.4.5
SS.8.G.4.2
SS.8.G.6.1
Chapter 9: Launching the
Nation (1789-1800)
Dates: 2nd 9 weeks
(2 weeks)
(pgs. 276-295)
Grade: 8
Examples are Treaty of Paris, British rule, Second Spanish Period.
Discuss the impact of westward expansion on cultural practices and migration patterns of Native American and African slave populations.
Recognize the role of civic virtue in the lives of citizens and leaders from the colonial period through Reconstruction.
Evaluate and compare the essential ideals and principles of American constitutional government expressed in primary sources from the colonial period to
Reconstruction.
Analyze contributions of entrepreneurs, inventors, and other key individuals from various gender, social, and ethnic backgrounds in the development of the
United States economy.
Explain the economic impact of government policies.
Remarks/Examples:
Examples are mercantilism, colonial establishment, Articles of Confederation, Constitution, compromises over slavery.
Use maps to explain physical and cultural attributes of major regions throughout American history.
Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin
and destination.
Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and urban centers in the United States
over time.
Use appropriate maps and other graphic representations to analyze geographic problems and changes over time throughout American history.
Cite specific textual evidence to support analysis of primary and secondary sources.
LACC.68.RH.1.1
LACC.68.WHST.1.1 Write arguments focused on discipline-specific content.
k.
Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and
evidence logically.
l.
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using
credible sources.
m. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
n. Establish and maintain a formal style.
o. Provide a concluding statement or section that follows from and supports the argument presented.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or
LACC.68.RH.1.2
opinions.
LACC.68.WHST.1.2 Write informative / explanatory texts, including the narration of historical events, scientific procedures / experiments, or technical processes.
m. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving
purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
n. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
o. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
p. Use precise language and domain-specific vocabulary to inform about or explain the topic.
q. Establish and maintain a formal style and objective tone.
r. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Identify key steps in a text’s description of a process related to history / social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
LACC.68.RH.1.3
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 25
Unit 2: A New Nation
(1777-1800)
U.S. History
Chapter 9: Launching the
Nation (1789-1800)
Dates: 2nd 9 weeks
(2 weeks)
(pgs. 276-295)
Grade: 8
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history / social studies.
LACC.68.RH.2.4
LACC.68.WHST.2.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
LACC.68.RH.2.6
LACC.68.WHST.2.6
LACC.68.RH.3.7
LACC.68.RH.3.8
LACC.68.WHST.3.8
LACC.68.RH.3.9
approach, focusing on how well purpose and audience have been addressed.
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and
quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Analyze the relationship between a primary and secondary source on the same topic.
Cite specific textual evidence to support analysis of primary and secondary sources.
LACC.68.RH.1.1
LACC.68.WHST.1.1 Write arguments focused on discipline-specific content.
p.
LACC.68.RH.1.3
MA.8.A.1.3:
Key Terms
Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and
evidence logically.
q. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using
credible sources.
r. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
s. Establish and maintain a formal style.
t. Provide a concluding statement or section that follows from and supports the argument presented.
Identify key steps in a text’s description of a process related to history / social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
Use tables, graphs, and models to represent, analyze, and solve real-world problems related to systems of linear
equations.
Significant Events:
Important People:
Electoral College
Judiciary Act of 1789
George Washington
Precedent
French Revolution
Martha Washington
National debt
Neutrality Proclamation
Alexander Hamilton
Bonds
Jay’s Treaty
Thomas Jefferson
Speculators
Pinckney’s Treaty
John Adams
Loose construction
Little Turtle
Abigail Adams
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 26
Unit 2: A New Nation
(1777-1800)
U.S. History
Chapter 9: Launching the
Nation (1789-1800)
Strict construction
Battle of Fallen Timbers
Bank of the United States
Treaty of Greenville
Political parties
Whiskey Rebellion
Federalist Party
XYZ Affair
Democratic-Republican Party
Alien & Sedition Acts
Academic Vocabulary: agreement (p. 237)
Kentucky & Virginia Resolutions
Dates: 2nd 9 weeks
(2 weeks)
(pgs. 276-295)
neutral (p. 244)
Learning Activities:
History Alive Chapter 11 and 12
•
Stanford History Education Group: http://sheg.stanford.edu/?q=node/25 :Hamilton vs. Jefferson Lesson Plan; original documents
Grade: 8
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 27
Unit 3: The New Republic
(1800-1855)
U.S. History
Chapter 10: The Age of
Jefferson
(1800-1816)
nd
Dates: 2 9 weeks
(1 week)
(pgs. 300-321)
Grade: 8
How did the events of the Jefferson Era strengthen the nation?
Essential
-Whose election as President began a new era in American government?
Questions:
-What territory was added to the United States under President Jefferson’s leadership?
-What led the United States to declare war on Great Britain?
-What two countries went to battle in the War of 1812?
Standard 4:
BENCHMARK CODE
SS.8.A.3.14
SS.8.A.4.1
SS.8.A.4.3
SS.8.A.4.4
SS.8.A.4.12
SS.8.E.1.1
SS.8.G.1.2
SS.8.G.2.1
SS.8.G.2.2
SS.8.G.2.3
Demonstrate an understanding of the domestic and international causes, course, and consequences of
westward expansion.
BENCHMARK
Explain major domestic and international economic, military, political, and socio-cultural events of Thomas Jefferson’s
presidency.
Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic
assertiveness (War of 1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine, Trail of
Tears, Texas annexation, Manifest Destiny, Oregon Territory, Mexican American War/Mexican Cession, California Gold
Rush, Compromise of 1850, Kansa-Nebraska Act, Gadsden Purchase).
Examine the experiences and perspectives of significant individuals and groups during this era of American history.
Discuss the impact of westward expansion on cultural practices and migration patterns of Native American and African
slave populations.
Examine the effects of the 1804 Haitian Revolution on the United States acquisition of the Louisiana Territory.
Examine motivating economic factors that influenced the development of the United States economy over time including
scarcity, supply and demand, opportunity costs, incentives, profits, and entrepreneurial aspects.
Use appropriate geographic tools and terms to identify and describe significant places and regions in American history.
Identify the physical elements and the human elements that define and differentiate regions as relevant to American
history.
Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have
had critical economic, physical, or political ramifications.
Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over
time.
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
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nd
U.S. History
SS.8.G.3.1
SS.8.G.3.2
SS.8.G.4.4
SS.8.G.6.2
LACC.68.RH.1.1
LACC.68.WHST.1.1
Chapter 10: The Age of
Dates: 2 9 weeks
Jefferson
(1 week)
Grade: 8
(1800-1816)
(pgs. 300-321)
Locate and describe in geographic terms the major ecosystems of the United States.
Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in
the United States and Florida over time.
Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns,
and cultural/political interaction in the United States throughout time.
Illustrate places and events in U.S. history through the use of narratives and graphic representations.
Cite specific textual evidence to support analysis of primary and secondary sources.
Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing
Claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate and
Understanding of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims,
reasons and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
Unit 3: The New Republic
(1800-1855)
LACC.68.WHST.1.2
LACC.68.RH.1.2
LACC.68.RH.2.4
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or
technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables),
and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information
and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the information.
Determine the central ideas or information of a primary or secondary source, provide an accurate summary of the source
distinct from prior knowledge or opinions.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related
to history/social studies.
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
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nd
U.S. History
LACC.68.WHST.2.5
LACC.68.WHST.2.6
LACC.68.RH.3.7
LACC.68.RH.3.8
LACC.68.WHST.3.8
LACC.68.RH.3.9
MA.8.A.1.3
Chapter 10: The Age of
Dates: 2 9 weeks
Jefferson
(1 week)
Grade: 8
(1800-1816)
(pgs. 300-321)
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Use technology, including the internet, to produce and publish writing and present the relationships between information
and ideas clearly and efficiently.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital
texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
Analyze the relationship between a primary and secondary source on the same topic.
Use tables, graphs, and models to represent, analyze, and solve real-world problems related to systems of linear
equations.
Unit 3: The New Republic
(1800-1855)
Key Terms and Essential Vocabulary:
Significant Events:
Important People:
judicial review
Marbury v. Madison
John Adams
impressments
Louisiana Purchase
Thomas Jefferson
embargo
Lewis and Clark expedition
John Marshall
U.S.S. Constitution
Meriwether Lewis
Academic Vocabulary:
Embargo Act
William Clark
functions
Non-Intercourse Act
Sacagawea
consequences
Battle of Tippecanoe
Zebulon Pike
Battle of Lake Erie
Tecumseh
Treaty of Fort Jackson
War Hawks
Battle of New Orleans
James Madison
Hartford Convention
Oliver Hazard Perry
Treaty of Ghent
Andrew Jackson
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 30
U.S. History
Unit 3: The New Republic
(1800-1855)
Chapter 10: The Age of
Jefferson
(1800-1816)
nd
Dates: 2 9 weeks
(1 week)
(pgs. 300-321)
Grade: 8
Learning Activities:
History Alive Chapter 11 and 12
•
Have each student create a campaign slogan for each political party in the election of 1800.
•
Create a board game at seat or via computer to show Lewis and Clark’s journey.
•
Write diary entries from the point of view from someone in the Corps of Discovery.
•
Ask students to imagine that they are American merchants and that Congress has just passed the Embargo Act. Have each student write a petition
asking President Jefferson for a repeal of the Embargo Act. Students should indicate in their petitions why they want the Embargo Act repealed.
Volunteers may read their petitions to the class.
•
Have students transform each entry on the Time Line on page 281 into a “live” news bulletin, such as students might see on TV or hear on the radio. Ask
for volunteers to deliver their news bulletins to the class.
•
www.sheg.stanford.edu: Unit 4: Expansion and Slavery: Louisiana Purchase Lesson Plan; original documents
•
www.sheg.stanford.edu: Unit 4: Expansion and Slavery: Lewis & Clark SAC Lesson Plan; SAC power point; original documents
U.S. History
Unit 3: The New Republic
(1800-1855)
Chapter 11: The Nation
Grows and Prospers (17901825)
nd
Dates: 2 9 weeks
(1 week)
(pgs. 328-348)
Grade: 8
What forces and events affected national unity and growth?
-How did the United States settle disputes with foreign powers?
Essential Questions:
-What allowed some regional differences to be set aside and national interests to be served?
-As the United States grew, what contributed to the creation of a new American identity?
Standard 4:
BENCHMARK CODE
SS.8.A.4.13
Demonstrate an understanding of the domestic and international causes, course, and consequences of westward expansion.
BENCHMARK
Explain the consequences of landmark Supreme Court decisions (McCulloch v. Maryland-1819, Gibbons v. Odgen-1824,
Cherokee Nation v. Georgia-1831, and Worcester v. Georgia-1832 significant to this era of American history.
Buddy Taylor Middle School
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2100010 M/J U.S. History 2013-2014
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nd
U.S. History
SS.8.A.5.1
SS.8.A.5.2
SS.8.E.2.1
SS.8.E.2.2
SS.8.G.1.1
SS.8.G.1.2
SS.8.G.2.1
SS.8.G.2.2
SS.8.G. 2.3
SS.8.G.4.3
SS.8.G.4.4
SS.8.G.4.6
SS.8.G.5.2
SS.8.G.6.2
LACC.68.RH.1.1
LACC.68.WHST.1.1
LACC.68.WHST.1.2
Chapter 11: The Nation
Dates: 2 9 weeks
Grows and Prospers (1790(1 week)
Grade: 8
1825)
(pgs. 328-348)
Explain the causes, course, and consequence of the Civil War (sectionalism, slavery, states’ rights, balance of power in the
Senate).
Analyze the role of slavery in the development of sectional conflict.
Analyze contributions of entrepreneurs, inventors, and other key individuals from various gender, social, and ethnic
backgrounds in the development of the United States economy.
Explain the economic impact of government policies.
Use maps to explain physical and cultural attributes of major regions throughout American history.
Use appropriate geographic tools and terms to identify and describe significant places and regions in American history.
Identify the physical elements and the human elements that define and differentiate regions as relevant to American history.
Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have
had critical economic, physical, or political ramifications.
Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over
time.
Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory.
Interpret databases, case studies and maps to describe the role that regions play in influencing trade, migration patterns,
And cultural/political interaction in the United States throughout time.
Use political maps to describe changes in boundaries and governance throughout American history.
Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout
history.
Illustrate places and events in U.S. history through the use of narratives and graphic representations.
Cite specific textual evidence to support analysis of primary and secondary sources.
Write arguments focused on discipline-specific content.
f.
Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing
Claims, and organize the reasons and evidence logically.
g. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate and
Understanding of the topic or text, using credible sources.
h. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims,
Reasons and evidence.
i.
Establish and maintain a formal style.
j.
Provide a concluding statement or section that follows from and supports the argument presented.
Unit 3: The New Republic
(1800-1855)
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or
technical processes.
g. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables),
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 32
nd
U.S. History
Chapter 11: The Nation
Dates: 2 9 weeks
Grows and Prospers (1790(1 week)
Grade: 8
1825)
(pgs. 328-348)
and multimedia when useful to aiding comprehension.
h. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and
examples.
i. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
j. Use precise language and domain-specific vocabulary to inform about or explain the topic.
k. Establish and maintain a formal style and objective tone.
l. Provide a concluding statement or section that follows from and supports the information.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source
distinct from prior knowledge or opinions.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to
history/social studies.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Use technology, including the internet, to produce and publish writing and present the relationships between information and
ideas clearly and efficiently.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital
texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and
accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
Analyze the relationship between a primary and secondary source on the same topic.
Use tables, graphs, and models to represent, analyze, and solve real-world problems related to systems of linear equations.
Unit 3: The New Republic
(1800-1855)
LACC.68.RH.1.2
LACC.68.RH.2.4
LACC.68.WHST.2.5
LACC.68.WHST.2.6
LACC.68.RH.3.7
LACC.68.RH.3.8
LACC.68.WHST.3.8
LACC.68.RH.3.9
MA.8.A.1.3
Key Terms and Essential Vocabulary:
Significant Events:
Important People:
Nationalism
Rush-Bagot Agreement
James Monroe
American System
Convention of 1818
Simon Bolivar
Cumberland Road
Adams-Onis Treaty
Henry Clay
Erie Canal
Monroe Doctrine
John Quincy Adams
Sectionalism
Era of Good Feelings
Washington Irving
Hudson River school
Missouri Compromise
James Fenimore Cooper
Thomas Cole
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Page 33
Unit 3: The New Republic
(1800-1855)
U.S. History
Chapter 11: The Nation
Grows and Prospers (17901825)
nd
Dates: 2 9 weeks
(1 week)
(pgs. 328-348)
Academic Vocabulary:
Grade: 8
George Caleb Bingham
circumstances
incentive
Learning Activities:
History Alive Chapter 13 A Growing Sense of Nationhood
•
Differentiated Instruction-­‐English Language Learners: page 303 in text. •
Differentiated Instruction-­‐Literary Biographical Posters: page 313 in text. •
Differentiated Instruction-­‐Erie Canal Song, page 307 in text. nd
Unit 4: An Era of Expansion
(1800-1855)
U.S. History
Chapter 12: The Jacksonian
Era 1828-1840
Dates: 2 9 weeks
(2 weeks)
(pgs. 318-341)
Grade: 8
Essential Questions: What impact did Andrew Jackson’s presidency have on the nation?
What signaled the growing power of the American people during this period in history?
What marked Andrew Jackson’s presidency?
What United States policy did Andrew Jackson support?
Standard 4:
BENCHMARK CODE
SS.8.A.4.4
SS.8.A.4.16
SS.8.A.5.1
SS.8.C.1.3
SS.8.C.1.4
SS.8.E.2.2
Demonstrate an understanding of the domestic and international causes, course, and consequences of westward
expansion.
BENCHMARK
Discuss the impact of westward expansion on cultural practices and migration patterns of Native American and African
slave populations.
Identify key ideas and influences of Jacksonian democracy.
Explain the causes, course, and consequence of the Civil War (sectionalism, slavery, states’ rights, balance of power in
the Senate).
Recognize the role of civic virtue in the lives of citizens and leaders from the colonial period through Reconstruction.
Identify the evolving forms of civic and political participation from the colonial period through Reconstruction.
Explain the economic impact of government policies.
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
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Page 34
nd
U.S. History
SS.8.E.3.1
SS.8.G.1.1
SS.8.G.1.2
SS.8.G.2.1
SS.8.G.2.3
SS.8.G. 4.4
SS.8.G.6.1
SS.8.G.6.2
LACC.68.RH.1.1
LACC.68.WHST.1.1
LACC.68.WHST.1.2
Unit 4: An Era of Expansion
(1800-1855)
Chapter 12: The Jacksonian
Era 1828-1840
Dates: 2 9 weeks
(2 weeks)
(pgs. 318-341)
Grade: 8
Evaluate domestic and international interdependence.
Use maps to explain physical and cultural attributes of major regions throughout American history.
Use appropriate geographic tools and terms to identify and describe significant places and regions in American history.
Identify the physical elements and the human elements that define and differentiate regions as relevant to American
history.
Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over
time.
Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration
patterns, and cultural/political interaction in the United States throughout time.
Use appropriate maps and other graphic representations to analyze geographic problems and changes over time
throughout American history.
Illustrate places and events in U.S. history through the use of narratives and graphic representations.
Cite specific textual evidence to support analysis of primary and secondary sources.
Write arguments focused on discipline-specific content.
k. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing
Claims, and organize the reasons and evidence logically.
l.
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate and
Understanding of the topic or text, using credible sources.
m. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims,
reasons and evidence.
n. Establish and maintain a formal style.
o. Provide a concluding statement or section that follows from and supports the argument presented.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or
technical processes.
m. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to aiding comprehension.
n. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information
and examples.
o. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and
concepts.
p. Use precise language and domain-specific vocabulary to inform about or explain the topic.
q. Establish and maintain a formal style and objective tone.
r. Provide a concluding statement or section that follows from and supports the information.
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 35
nd
U.S. History
LACC.68.RH.1.2
LACC.68.RH.2.4
LACC.68.WHST.2.5
LACC.68.WHST.2.6
LACC.68.RH.3.7
LACC.68.RH.3.8
LACC.68.WHST.3.8
LACC.68.RH.3.9
MA.8.A.1.3
Dates: 2 9 weeks
(2 weeks)
Grade: 8
(pgs. 318-341)
Determine the central ideas or information of a primary or secondary source, provide an accurate summary of the source
distinct from prior knowledge or opinions.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related
to history/social studies.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Use technology, including the internet, to produce and publish writing and present the relationships between information
and ideas clearly and efficiently.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and
digital texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
Analyze the relationship between a primary and secondary source on the same topic.
Use tables, graphs, and models to represent, analyze, and solve real-world problems related to systems of linear
equations.
Unit 4: An Era of Expansion
(1800-1855)
Chapter 12: The Jacksonian
Era 1828-1840
Key Terms and Essential Vocabulary:
Significant Events:
Important People:
nominating conventions
McCulloch v. Maryland
John C. Calhoun
Jacksonian Democracy
Panic of 1837
Martin Van Buren
Democratic Party
Indian Removal Act
Daniel Webster
spoils system
Worcester v. Georgia
William Henry Harrison
Kitchen Cabinet
Trail of Tears
Sequoya
states’ rights doctrine
Black Hawk
nullification crisis
Osceola
Tariff of Abominations
Whig Party
Indian Territory
Bureau of Indian Affairs
Buddy Taylor Middle School
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2100010 M/J U.S. History 2013-2014
Page 36
nd
U.S. History
Unit 4: An Era of Expansion
(1800-1855)
Chapter 12: The Jacksonian
Era 1828-1840
Dates: 2 9 weeks
(2 weeks)
(pgs. 318-341)
Academic Vocabulary:
criteria
contemporary
Learning Activities:
History Alive Chapter 14
•
•
•
Differentiating Instruction-Nullification Crisis Graphic Organizer.
Differentiating Instruction-Speech Opposing Indian Removal Act.
www.sheg.stanford.edu: Unit 4: Expansion and Slavery: Indian Removal Lesson Plan; power point; original documents
Grade: 8
Buddy Taylor Middle School
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2100010 M/J U.S. History 2013-2014
Page 37
Quarter 3: Chapters 13, 14 and 15
rd
Unit 4: The Era of Expansion
(1800-1855)
U.S. History
Chapter 13: Expanding West
(1820-1860)
Dates: 3 9 weeks
(2 weeks)
(pgs. 378-403)
Grade: 8
Essential Questions: How did westward expansion transform the nation?
Who did the American West attract?
What did Texas gain from Mexico in 1836?
What led the United States to expand to the Pacific Ocean?
What changed the future of the West?
Standard 4:
BENCHMARK CODE
SS.8.A.4.2
SS.8.A.5.2
SS.8.E.2.1
SS.8.E.2.3
SS.8.G.2.2
SS.8G.3.2
SS.8.G.4.1
SS.8.G.4.2
SS.8.G.4.3
SS.8.G.4.6
SS.8.G.5.1
SS.8.G.5.2
Demonstrate an understanding of the domestic and international causes, course, and consequences of westward
expansion.
BENCHMARK
Describe the debate surrounding the spread of slavery into western territories and Florida.
Analyze the role of slavery in the development of sectional conflict.
Analyze contributions of entrepreneurs, inventors, and other key individuals from various gender, social, and ethnic
backgrounds in the development of the United States economy.
Assess the role of Africans and other minority groups in the economic development of the United States.
Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have
had critical economic, physical, or political ramifications.
Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in
the United States and Florida over time.
Interpret population growth and other demographic data for any given place in the United States throughout its history.
Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United
States, both on the place of origin and destination.
Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory.
Use political maps to describe changes in boundaries and governance throughout American history.
Describe human dependence on the physical environment and natural resources to satisfy basic needs in local
environments in the United States.
Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 38
Quarter 3: Chapters 13, 14 and 15
rd
U.S. History
LACC.68.RH.1.1
LACC.68.WHST.1.1
LACC.68.WHST.1.2
LACC.68.RH.1.2
LACC.68.RH.2.4
LACC.68.WHST.2.5
LACC.68.WHST.2.6
Unit 4: The Era of Expansion
(1800-1855)
Chapter 13: Expanding West
(1820-1860)
Dates: 3 9 weeks
(2 weeks)
(pgs. 378-403)
Grade: 8
history.
Cite specific textual evidence to support analysis of primary and secondary sources.
Write arguments focused on discipline-specific content.
p. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing
Claims, and organize the reasons and evidence logically.
q. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate and
Understanding of the topic or text, using credible sources.
r. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims,
reasons and evidence.
s. Establish and maintain a formal style.
t.
Provide a concluding statement or section that follows from and supports the argument presented.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or
technical processes.
s. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables),
and multimedia when useful to aiding comprehension.
t. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information
and examples.
u. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
v. Use precise language and domain-specific vocabulary to inform about or explain the topic.
w. Establish and maintain a formal style and objective tone.
x. Provide a concluding statement or section that follows from and supports the information.
Determine the central ideas or information of a primary or secondary source, provide an accurate summary of the source
distinct from prior knowledge or opinions.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related
to history/social studies.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Use technology, including the internet, to produce and publish writing and present the relationships between information
and ideas clearly and efficiently.
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 39
Quarter 3: Chapters 13, 14 and 15
rd
U.S. History
Unit 4: The Era of Expansion
(1800-1855)
LACC.68.RH.3.7
LACC.68.RH.3.8
LACC.68.WHST.3.8
LACC.68.RH.3.9
LA.8.1.6.3
MA.8.A.1.3
Chapter 13: Expanding West
(1820-1860)
Dates: 3 9 weeks
(2 weeks)
(pgs. 378-403)
Grade: 8
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital
texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
Analyze the relationship between a primary and secondary source on the same topic.
The student will use context clues to determine meanings of unfamiliar words.
Use tables, graphs, and models to represent, analyze, and solve real-world problems related to systems of linear
equations.
Key Terms and Essential Vocabulary:
Significant Events:
Important People:
mountain men
Alamo
John Jacob Astor
Oregon Trail
Battle of San Jacinto
Brigham Young
Santa Fe Trail
Bear Flag Revolt
Father Miguel Hidalgo y Costilla
empresarios
Gadsden Purchase
Sam Houston
manifest destiny
Treaty of GuadalupeHidalgo
Stephen F. Austin
vaqueros
prospect
Mexican Cession
Antonio Lopez de Santa Anna
James K. Polk
annex
John Sutter
Academic Vocabulary:
Donner party
explicit
Mormons
element
forty-niners
placer miners
General Winfield Scott
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 40
Quarter 3: Chapters 13, 14 and 15
rd
Unit 4: The Era of Expansion
(1800-1855)
U.S. History
Chapter 13: Expanding West
(1820-1860)
Dates: 3 9 weeks
(2 weeks)
(pgs. 378-403)
Grade: 8
John C. Fremont
Learning Activities:
Choices-Career Planning Once a week for the semester. 1003.491 Florida Career and Professional Education Act.
History Alive Chapter 15 Lesson Guide 2 or Disk
• Activity: Connecting with Culture: Page 382 in TE
•
Differentiating Instruction-Preparing a Pioneer Guide: page 383 in TE
•
•
•
Differentiating Instruction-Advertisement for Joining the Cause of Texas Independence: page 387 TE
Activity-Assess and Reteach: Page 399 TE
Differentiated Instruction-Less Proficient Reader: Page 401 TE
•
www.sheg.stanford.edu: Unit 4: Expansion and Slavery: Manifest Destiny Lesson Plan; power point; original document
•
www.sheg.stanford.edu: Unit 4: Expansion and Slavery: Texas Independence Lesson Plan; graphic organizer; original documents
Unit 4: The Nation Expands
(1790-1860)
U.S. History
Chapter 14: The North and
South
(1790-1860)
What changes occurred in the North during the early 1800’s?
Essential
•
What transformed the way good were produced in the United States?
Questions:
•
What changed the working life for many Americans?
Dates: 3rd 9 weeks
(2 Weeks)
(pgs. 406-427)
Grade: 8
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 41
•
Chapter 14: The North and
Dates: 3rd 9 weeks
South
(2 Weeks)
(1790-1860)
(pgs. 406-427)
What improved business, travel, and communication in the United States?
•
What led to new inventions that continued to change daily life and work?
Unit 4: The Nation Expands
(1790-1860)
U.S. History
Standard 4:
BENCHMARK CODE
SS.8.A.4.5
SS.8.A.4.6
SS.8.A.4.7
SS.8.A.4.10
SS.8.A.4.13
SS.8.E.2.2
SS.8.E.3.1
SS.8.G.2.3
SS.8.G.3.2
SS.8.G.4.4
SS.8.G.4.5
SS.8.G.5.1
SS.8.G.5.2
LACC.68.RH.1.1
LACC.68.WHST.1.1
Grade: 8
Demonstrate an understanding of the domestic and international causes, course, and consequences of westward
expansion.
BENCHMARK
th
Explain the causes, course, and consequences of the 19 century transportation revolution on the growth of the nation’s
economy.
Identify technological improvements (inventions/inventors) that contributed to industrial growth.
Explain the causes, course, and consequences (industrial growth, subsequent effect on children and women) of New
England’s textile industry.
Analyze the impact of technological advancements on the agricultural economy and slave labor.
Explain the consequences of landmark Supreme Court decisions (McCulloch v. Maryland (1819), Gibbons v. Odgen (1824,
Cherokee Nation v. Georgia (1831, and Worcester v. Georgia (1832), significant to this era of American history.
Explain the economic impact of government policies.
Evaluate domestic and international interdependence.
Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over
time.
Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in
the United States and Florida over time.
Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns,
and cultural/political interaction in the United States throughout time.
Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and
urban centers in the United States over time.
Describe human dependence on the physical environment and natural resources to satisfy basic needs in local
environments in the United States.
Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout
history.
Cite specific textual evidence to support analysis of primary and secondary sources.
Write arguments focused on discipline-specific content.
u. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing
Claims, and organize the reasons and evidence logically.
v. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate and
Understanding of the topic or text, using credible sources.
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 42
U.S. History
Chapter 14: The North and
Dates: 3rd 9 weeks
South
(2 Weeks)
Grade: 8
(1790-1860)
(pgs. 406-427)
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims,
reasons and evidence.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the argument presented.
Unit 4: The Nation Expands
(1790-1860)
w.
x.
y.
LACC.68.RH.1.2
LACC.68.RH.2.4
LACC.68.WHST.2.5
LACC.68.WHST.2.6
LACC.68.RH.3.7
LACC.68.RH.3.8
LACC.68.RH.3.9
MA.8.A.1.3
Determine the central ideas or information of a primary or secondary source, provide an accurate summary of the source
distinct from prior knowledge or opinions.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related
to history/social studies.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Use technology, including the internet, to produce and publish writing and present the relationships between information
and ideas clearly and efficiently.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital
texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Analyze the relationship between a primary and secondary source on the same topic.
Use tables, graphs, and models to represent, analyze, and solve real-world problems related to systems of linear
equations.
Key Terms and Essential Vocabulary:
textiles
Significant Events:
Important People:
technology
Industrial Revolution
Richard Arkwright
interchangeable parts
Transportation Revolution
Samuel Slater
mass production
Gibbons v. Ogden
Eli Whitney
Rhode Island system
Francis Cabot Lowell
Lowell system
Sarah G. Bagley
trade unions
Robert Fulton
strikes
Peter Cooper
Clermont
Samuel F.B. Morse
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 43
U.S. History
Unit 4: The Nation Expands
(1790-1860)
Chapter 14: The North and
South
(1790-1860)
Dates: 3rd 9 weeks
(2 Weeks)
(pgs. 406-427)
telegraph
John Deere
Morse code
Cyrus McCormick
Grade: 8
Isaac Singer
Learning Activities:
Choices-Career Planning Once per week for the second semester. 1003.491 Florida Career and Professional Education Act.
Chapter 19 History Alive
•
Have students create a power point or movie to tell about the life of one of the inventors and their invention.
•
In groups, students take on the roles of inventor, reporter, and workers and create a skit, perhaps an interview, to show the advantages and disadvantages
of the technological improvements.
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 44
U.S. History
Unit 4:
The Nation Expands
(1790-1860)
Chapter 14: The North and
South
(1790-1860)
Dates: 3rd 9 weeks
(2 weeks)
(pgs. 406-427)
Grade: 8
How did slavery and agriculture affect the economy and society of the South?
-How did the invention of the cotton gin make the South a one-crop economy and increase the need for slave
Essential Questions:
labor?
-Why was the Southern society centered on agriculture?
-Why would the slave system in the South produce harsh living conditions and occasional rebellions?
Standard 4:
BENCHMARK CODE
SS.8.A.4.3
SS.8.A.4.11
SS.8.E.3.1
SS.8.G.1.2
SS.8.G.2.1
SS.8.G.2.2
SS.8.G.2.3
SS.8.G.3.1
SS.8.G.3.2
SS.8G.4.1
SS.8.G.4.5
SS.8.G.5.1
SS.8.G.5.2
LA.8.6.2.2
Demonstrate an understanding of the domestic and international causes, course, and consequences of westward
expansion.
BENCHMARK
Examine the experiences and perspectives of significant individuals and groups during this era of American History,
Examine the aspects of slave culture including plantation life, resistance efforts, and the role of the slaves’ spiritual system.
Evaluate domestic and international interdependence.
Use appropriate geographic tools and terms to identify and describe significant places and regions in American history.
Identify the physical elements and human elements that define and differentiate regions as relevant to American history.
Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have
had critical economic, physical, or political ramifications.
Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over
time.
Locate and describe in geographic terms the major ecosystems of the United States.
Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in
the United States and Florida over time.
Interpret population growth and other demographic data for any given place in the United States throughout its history.
Use geographic terms and tools to analyze case studies of the development, growth, and changing nature to cities and
urban centers in the United States over time.
Describe human dependence on the physical environment and natural resources to satisfy basic needs in local
environments in the United States.
Describe the impact of human modifications on the physical environments and ecosystems of the United States throughout
history.
The student will assess, organize, synthesize, and evaluate the validity and reliability of information in text, using a variety
of techniques by examining several sources of information, including both primary and secondary sources.
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 45
U.S. History
LACC.68.RH.1.1
LACC.68.WHST.1.1
LACC.68.WHST.1.2
LACC.68.RH.1.2
LACC.68.RH.2.4
LACC.68.WHST.2.5
LACC.68.WHST.2.6
LACC.68.RH.3.7
LACC.68.RH.3.8
LACC.68.WHST.3.8
Unit 4:
Chapter 14: The North and
Dates: 3rd 9 weeks
The Nation Expands
South
(2 weeks)
Grade: 8
(1790-1860)
(1790-1860)
(pgs. 406-427)
Cite specific textual evidence to support analysis of primary and secondary sources.
Write arguments focused on discipline-specific content.
U. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
V. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
W. Use words phrases, and clauses to create cohesion and clarify the relationships among claims(s), counterclaims,
reasons, and evidence.
X. Establish and maintain a formal style.
Y. Provide a concluding statement or selection that follows from and supports the argument presented.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or
technical processes.
y. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories as appropriate to achieving purposes; including formatting, graphics, and multimedia when useful to
aiding comprehension.
z. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information
and examples.
aa. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
bb. Use precise language and domain-specific vocabulary to inform about or explain the topic.
cc. Establish and maintain a formal style and objective tone.
dd. Provide a concluding statement or section that follows from and supports the information.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the
source distinct from prior knowledge or opinions.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related
to history/social studies.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,revising,
editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Use technology, including the internet, to produce and publish writing and present the relationships between information
and ideas clearly and efficiently.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital
texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 46
U.S. History
LACC.68.RH.3.9
MA.8.A.1.3
Unit 4:
Chapter 14: The North and
Dates: 3rd 9 weeks
The Nation Expands
South
(2 weeks)
Grade: 8
(1790-1860)
(1790-1860)
(pgs. 406-427)
Analyze the relationship between a primary and secondary source on the same topic.
Use tables, graphs, and models to represent, analyze, and solve real-world problems related to systems of linear
equations.
Key Terms and Essential Vocabulary:
Significant Events:
Important People:
Cotton gin
Nat Turner’s Rebellion
Nat Turner
Planters
Tredegar Iron Works
Cotton belt
Factors
Yeoman folktales
spirituals
Learning Activities:
Choices-Career Planning Once per week for the second semester. Pursuant to Florida Statute: 1003.491 Florida Career and Professional Education Act.
Chapter 19 History Alive
•
Group students and have them imagine they are slaves escaping a plantation in the Deep South. They cannot read nor write and have no money. Where
will they go? How will they get there? What will they do for food, shelter, money, transportation? Give them questions to answer or let them create their
own. They must plan an escape.
•
Create a power point presentation on a reformer and their impact on 19th century society. Compare that to someone in the 21st century with similar impact.
•
www.sheg.stanford.edu: Unit 4: Expansion and Slavery: Nat Turner Lesson Plan; original documents Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 47
U.S. History
Unit 4:
Reform and a New American
Culture
(11790-1860)
Chapter 15
New Movements in America
(1820-1860)
Dates: 3rd 9 weeks (1 week)
(pgs. 432-448)
Grade: 8
What goals did American social reformers have during the early 1800s?
-What happened to the population of the United States in the early 1800s with the arrival of millions of immigrants?
-How did the movement in art and literature influence Americans in the early 1800s?
Essential Questions:
-How did reform movements in the early 1800s affect religion, education, and society?
-Why did the abolitionists organize to challenge slavery in the United States in the mid-1800s?
-Why were reformers trying to improve women’s rights in American society?
Standard 4:
BENCHMARK CODE
SS.8.A.1.5
SS.8.A.1.7
SS.8.A. 4.8
SS.8.A.4.9
SS.8.A.4.14
SS.8.A.4.15
SS.8.C.1.3
SS.8.C.1.4
SS.8.C.2.1
SS.8.E.2.3
SS.8.G.4.1
SS.8.G.4.2
SS.8.G.4.3
Demonstrate an understanding of the domestic and international causes, course, and consequences of westward
expansion.
BENCHMARK
Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical
documents.
View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts.
Describe the influence of individuals on social and political developments of this era in American History.
Analyze the causes, course and consequences of the Second Great Awakening on social reform movements.
Examine the causes, course, and consequences of the women’s suffrage movement.
Examine the causes, course, and consequences of literature movements (Transcendentalism) significant to this era of
American history.
Recognize the role of civic virtue in lives of citizens and leaders from the colonial period through Reconstruction.
Identify the evolving forms of civic and political participation from the colonial period through Reconstruction.
Evaluate and compare the essential ideals and principles of American constitutional government expressed in primary
sources from the colonial period to Reconstruction.
Assess the role of Africans and other minority groups in the economic development of the United States.
Interpret population growth and other demographic data for any give place in the United States throughout its history.
Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United
States, both on the place of origin and destination.
Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory.
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 48
U.S. History
SS.8.G.4.4
SS.8.G.4.5
SS.8.G.6.2
LACC.68.RH.1.1
LACC.68.WHST.1.1
LACC.68.WHST.1.2
LACC.68.RH.1.2
LACC.68.RH.2.4
LACC.68.WHST.2.5
Unit 4:
Chapter 15
Dates: 3rd 9 weeks (1 week)
Reform and a New American
New Movements in America
(pgs. 432-448)
Grade: 8
Culture
(1820-1860)
(11790-1860)
Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns,
and cultural/political interaction in the United States throughout time.
Use geographic terms and tools to analyze case studies of the development, growth, and changing nature of cities and
urban centers in the United States over time
Illustrate places and events in U. S. history through the use of narratives and graphic representations.
Cite specific textual evidence to support analysis of primary and secondary sources.
Write arguments focused on discipline-specific content.
Z. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
AA. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
BB. Use words phrases, and clauses to create cohesion and clarify the relationships among claims(s), counterclaims,
reasons, and evidence.
CC. Establish and maintain a formal style.
DD. Provide a concluding statement or selection that follows from and supports the argument presented.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or
technical processes.
ee. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories as appropriate to achieving purposes; including formatting, graphics, and multimedia when useful to
aiding comprehension.
ff. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information
and examples.
gg. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
hh. Use precise language and domain-specific vocabulary to inform about or explain the topic.
ii. Establish and maintain a formal style and objective tone.
jj. Provide a concluding statement or section that follows from and supports the information.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the
source distinct from prior knowledge or opinions.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains
related to history/social studies.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 49
U.S. History
LACC.68.WHST.2.6
LACC.68.RH.3.7
LACC.68.RH.3.8
LACC.68.WHST.3.8
LACC.68.RH.3.9
MA.8.A.1.3
Unit 4:
Chapter 15
Dates: 3rd 9 weeks (1 week)
Reform and a New American
New Movements in America
(pgs. 432-448)
Grade: 8
Culture
(1820-1860)
(11790-1860)
addressed.
Use technology, including the internet, to produce and publish writing and present the relationships between information
and ideas clearly and efficiently.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital
texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
Analyze the relationship between a primary and secondary source on the same topic.
Use tables, graphs, and models to represent, analyze, and solve real-world problems related to systems of linear
equations.
Key Terms and Essential Vocabulary:
Significant Events:
Important People:
Nativists
Know-Nothing Party
Ralph Waldo Emerson
Middle class
Second Great Awakening
Margaret Fuller
Tenements
Temperance movement
Henry David Thoreau
Transcendentalism
American Anti-Slavery Society
Nathaniel Hawthorne
Utopian communities
Underground Railroad
Edgar Allen Poe
Common-school movement
Seneca Falls Convention
Emily Dickinson
Abolition
Declaration of Sentiments
Henry Wadsworth Longfellow
Walt Whitman
Charles Grandison Finney
Lyman Beecher
Dorothea Dix
Horace Mann
Catharine Beecher
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 50
U.S. History
Unit 4:
Reform and a New American
Culture
(11790-1860)
Chapter 15
New Movements in America
(1820-1860)
Dates: 3rd 9 weeks (1 week)
(pgs. 432-448)
Grade: 8
Thomas Gallaudet
William Lloyd Garrison
Angelina and Sarah Grimke
Frederick Douglass
Sojourner Truth
Harriett Tubman
Elizabeth Cady Stanton
Lucretia Mott
Lucy Stone
Susan B. Anthony
Learning Activities:
Choices-Career Planning Once per week for the second semester. 1003.491 Florida Career and Professional Education Act.
History Alive Chapter 18
•
Differentiated Instruction-Less Proficient Readers. (TE pg. 435)
•
During this section, discuss with students the ways in which attitudes toward women have changed-and continue to change-in American society. Remind
students to keep these changes in mind in particular as they study opposition to women’s rights.
•
You are a teacher living in Massachusetts in the 1840s. Some of your neighbors have started an experimental community. They want to live more simply
than present-day society allows. They hope to have time to write and think, while still sharing the work. Some people will teach, others will raise food.
You think this might be an interesting place to live? What would you ask the leaders of the community?
•
www.sheg.stanford.edu: Unit 4: Expansion and Slavery: Manifest Destiny Lesson Plan; power point; original documents Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 51
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 52
Quarter 4: Chapters 16, 17, and 18
U.S. History
th
Unit 5: Division and Reunion
(1820-1861)
Chapter 16 –Slavery Divides
a Nation
(1820-1861)
Dates: 4 Nine Weeks
(2 weeks)
(pgs. 458-480)
Grade: 8
Essential Questions: How did the issue of slavery affect politics in the United States?
-What caused an intensified debate over slavery in the United States?
-How did the Kansas-Nebraska Act heighten tensions in the conflict over slavery?
-What political divisions and judicial decisions intensified the issue of slavery?
- How did the United States break apart due to the growing conflict over slavery?
Standard 5:
Examine the causes, course, and consequences of the Civil War and Reconstruction including its effects on American
peoples.
BENCHMARK CODE
SS.8.A.4.2
BENCHMARK
Describe the debate surrounding the spread of slavery into western territories and Florida.
SS.8.A.4.3
Remarks/Examples:
Examples are abolitionist movement, Ft. Mose, Missouri Compromise, Kansas-Nebraska Act, Compromise of 1850
Examine the experiences and perspectives of significant individuals and groups during this era of American history.
SS.8.A.5.1
SS.8.A.5.2
Remarks/Examples:
Examples are Buffalo soldiers, Mexicanos, Chinese immigrants, Irish immigrants, children, slaves, women
Explain the causes, course, and consequences of the Civil War (sectionalism, slavery, states’ rights, balance of power in
the Senate).
Analyze the role of slavery in the development of sectional conflict.
Remarks/Examples:
Examples are Abolition Movement, Nat Turner’s Rebellion, Black Codes, Missouri Compromise, Compromise of 1850,
Uncle Tom’s Cabin, Kansas – Nebraska Act, Dred Scott vs. Sanford, Lincoln - Douglas Debates, raid on Harper’s Ferry,
Underground Railroad, Presidential Election of 1860, Southern Secession
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 53
Quarter 4: Chapters 16, 17, and 18
U.S. History
SS.8.A.5.3
SS.8.A.5.4
SS.8.C.2.1
SS.8.G.2.2
th
Unit 5: Division and Reunion
(1820-1861)
Chapter 16 –Slavery Divides
a Nation
(1820-1861)
Dates: 4 Nine Weeks
(2 weeks)
(pgs. 458-480)
Grade: 8
Explain major domestic and international economic, military, political, and socio-cultural events of Abraham Lincoln’s
presidency.
Remarks/Examples:
Examples are sectionalism, states’ rights, slavery, Civil War, attempts at foreign alliances, Emancipation Proclamation,
Gettysburg Address, Second Inaugural Address.
Identify the division (Confederate and Union States, Border States, western territories) of the United States at the outbreak
of the Civil War.
Evaluate and compare the essential ideals and principles of American constitutional government expressed in primary
sources from the colonial period to Reconstruction.
Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have
had critical economic, physical, or political ramifications.
SS.8.G.4.6
SS.8.G.6.2
Remarks/Examples:
Examples are cataclysmic natural disasters, shipwrecks.
Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over
time.
Use political maps to describe changes in boundaries and governance throughout American history.
Illustrate places and events in U.S. history through the use of narratives and graphic representations.
LACC.68.RH.1.1
LACC.68.WHST.1.1
Remarks/Examples:
Examples are maps, graphs, and tables.
Cite specific textual evidence to support analysis of primary and secondary sources.
Write arguments focused on discipline-specific content.
SS.8.G.2.3
u. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
v. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
w. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims,
reasons, and evidence.
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 54
Quarter 4: Chapters 16, 17, and 18
U.S. History
LACC.68.RH.1.2
LACC.68.WHST.1.2
LACC.68.RH.1.3
LACC.68.RH.2.4
LACC.68.WHST.2.5
LACC.68.RH.2.6
LACC.68.WHST.2.6
LACC.68.RH.3.7
LACC.68.RH.3.8
LACC.68.WHST.3.8
th
Unit 5: Division and Reunion
(1820-1861)
Chapter 16 –Slavery Divides
a Nation
(1820-1861)
Dates: 4 Nine Weeks
(2 weeks)
(pgs. 458-480)
Grade: 8
x. Establish and maintain a formal style.
y. Provide a concluding statement or section that follows from and supports the argument presented.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source
distinct from prior knowledge or opinions.
Write informative / explanatory texts, including the narration of historical events, scientific procedures / experiments, or
technical processes.
s. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables),
and multimedia when useful to aiding comprehension.
t. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information
and examples.
u. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
v. Use precise language and domain-specific vocabulary to inform about or explain the topic.
w. Establish and maintain a formal style and objective tone.
x. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Identify key steps in a text’s description of a process related to history / social studies (e.g., how a bill becomes law, how
interest rates are raised or lowered).
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related
to history / social studies.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of
particular facts).
Use technology, including the internet, to produce and publish writing and present the relationships between information
and ideas clearly and efficiently.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital
texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 55
Quarter 4: Chapters 16, 17, and 18
U.S. History
LACC.68.RH.3.9
th
Unit 5: Division and Reunion
(1820-1861)
Chapter 16 –Slavery Divides
a Nation
(1820-1861)
Dates: 4 Nine Weeks
(2 weeks)
(pgs. 458-480)
Analyze the relationship between a primary and secondary source on the same topic.
Grade: 8
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 56
Vocabulary:
Significant Events:
Key Terms:
Section 1 – Abolitionist, Proviso, Secession,
Sovereignty
Section 1 – Wilmot Proviso, Compromise of 1850,
The Fugitive Slave Act, Uncle Tom’s Cabin
Section 1 – Popular Sovereignty, Sectionalism
Section 2 – Implication
Section 2 – Election of 1852, Kansas-Nebraska Act,
Bleeding Kansas, Brooks Caning of Sumner
Section 3 – Complex
Section 4 – Arsenal, Conspiracy, Moderate,
Treason
Section 3 – Dred Scott Decision, Lincoln-Douglas
Debates
Section 4 – Raid on Harper’s Ferry, Election of 1860,
Southern Secession, Establishment of the
Confederate States of America
Section 2 – Lawrence, Pottawatomie Massacre
Section 3 – Republican Party, Freeport Doctrine
Section 4 - Constitutional Union Party
Important People:
Section 1 – David Wilmot, Anthony Burns, Harriet
Beecher Stowe
Section 2 – Franklin Pierce, Stephen A. Douglas,
Charles Sumner, Preston Brooks
Section 3 –James Buchanan, John C. Fremont, Dred
Scott, Roger B. Taney, Abraham Lincoln
Section 4 – John C. Breckinridge, John Bell, John J.
Crittenden, Jefferson Davis, Alexander Stephens,
John Brown, Robert E. Lee
Class Assignment(s)/Project(s): Choices-Career Planning Once per week for the second semester. 1003.491 Florida Career and Professional Education Act.
History Alive Chapter 21 SHEG Activities – John Brown Lesson Plan, John Brown Original Documents, John Brown Power Point Presentation, Guided Reading Activities, Foldable on Events, Two-­‐Column Notes, Writing Activity-­‐ John Brown Murderer or Martyr, Reciprocal Teaching-­‐ Lincoln – Douglas Debates, etc Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 57
th
U.S. History
Unit 5: Division and Reunion
(1861-1877)
Chapter 17 – The Civil War
(1861-1865)
Dates: 4 Nine Weeks
(4 weeks)
(pgs. 484-511)
Grade: 8
Essential Questions: In what ways did the Civil War transform the nation?
-How did Civil War break out between the North and South in 1861?
- How did the Confederate and Union forces face off in Virginia and at sea?
- How did fighting spread to the western United States?
-How were the lives of many Americans affected by the Civil War?
-What were the Union victories in 1863, 1864, and 1865?
Standard 5:
BENCHMARK CODE
SS.8.A.1.1
SS.8.A.1.2
SS.8.A.1.3
SS.8.A.1.4
SS.8.A.1.5
SS.8.A.1.7
SS.8.A.5.3
SS.8.A.5.4
Examine the causes, course, and consequences of the Civil War and Reconstruction including its effects on American
peoples.
BENCHMARK
Provide supporting details for an answer from text, interview for oral history, check validity of information from
research/text, and identify strong vs. weak arguments.
Analyze charts, graphs, maps, photographs, and timelines; analyze political cartoons; determine cause and effect.
Analyze current events relevant to American History topics through a variety of electronic and print media resources.
Remarks/Examples:
Examples are articles, editorials, journals, periodicals, reports.
Differentiate fact from opinion; utilize appropriate historical research and fiction/nonfiction support materials.
Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical
documents.
View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts.
Explain major domestic and international economic, military, political, and socio-cultural events of Abraham Lincoln’s
presidency.
Remarks/Examples:
Examples are sectionalism, states’ rights, slavery, Civil War, attempts at foreign alliances, Emancipation Proclamation,
Gettysburg Address, Second Inaugural Address.
Identify the division (Confederate and Union States, Border States, western territories) of the United States at the outbreak
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 58
th
U.S. History
SS.8.A.5.5
SS.8.A.5.6
SS.8.A.5.7
SS.8.C.2.1
SS.8.G.2.1
SS.8.G.2.2
SS.8.G.4.6
SS.8.G.6.2
LACC.68.RH.1.1
LACC.68.WHST.1.1
Unit 5: Division and Reunion
(1861-1877)
Chapter 17 – The Civil War
(1861-1865)
Dates: 4 Nine Weeks
(4 weeks)
(pgs. 484-511)
Grade: 8
of the Civil War.
Compare Union and Confederate strengths and weaknesses.
Remarks/Examples:
Examples are technology, resources, military leaders – Lincoln, Davis, Grant, Lee, Jackson, Sherman
Compare significant Civil War battles and events and their effects on civilian populations.
Remarks/Examples:
Examples are Ft. Sumter, First Bull Run, Monitor vs. Merrimack, Antietam, Vicksburg, Gettysburg, Emancipation
Proclamation, Sherman’s March to the Sea, Lee’s surrender at Appomattox.
Examine key events and peoples in Florida history as each impacts this era of American history.
Remarks/Examples:
Examples are slavery, influential planters, Florida’s secession and Confederate membership, women, children, pioneer
th
environment, Union occupation, Battle of Olustee and the role of the 54 Massachusetts regiment, Battle of Natural Bridge.
Evaluate and compare the essential ideals and principles of American constitutional government expressed in primary
sources from the colonial period to Reconstruction.
Identify the physical elements and the human elements that define and differentiate regions as relevant to American
history.
Remarks/Examples:
Examples of physical elements are climate, terrain, resources.
Examples of human elements are religion, government, economy, language, demography.
Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have
had critical economic, physical, or political ramifications.
Remarks/Examples
Examples are cataclysmic natural disasters, shipwrecks.
Use political maps to describe changes in boundaries and governance in American history.
Illustrate places and events in U.S. history through the use of narratives and graphic representations.
Remarks/Examples:
Examples are maps, graphs, tables.
Cite specific textual evidence to support analysis of primary and secondary sources.
Write arguments focused on discipline-specific content.
z. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
aa. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
bb. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims,
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 59
th
U.S. History
LACC.68.RH.1.2
LACC.68.WHST.1.2
LACC.68.RH.1.3
LACC.68.RH.2.4
LACC.68.WHST.2.5
LACC.68.RH.2.6
LACC.68.WHST.2.6
LACC.68.RH.3.7
LACC.68.RH.3.8
LACC.68.WHST.3.8
LACC.68.RH.3.9
Unit 5: Division and Reunion
(1861-1877)
Chapter 17 – The Civil War
(1861-1865)
Dates: 4 Nine Weeks
(4 weeks)
(pgs. 484-511)
Grade: 8
reasons, and evidence.
cc. Establish and maintain a formal style.
dd. Provide a concluding statement or section that follows from and supports the argument presented.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source
distinct from prior knowledge or opinions.
Write informative / explanatory texts, including the narration of historical events, scientific procedures / experiments, or
technical processes.
y. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables),
and multimedia when useful to aiding comprehension.
z. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information
and examples.
aa. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
bb. Use precise language and domain-specific vocabulary to inform about or explain the topic.
cc. Establish and maintain a formal style and objective tone.
dd. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Identify key steps in a text’s description of a process related to history / social studies (e.g., how a bill becomes law, how
interest rates are raised or lowered).
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related
to history / social studies.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of
particular facts).
Use technology, including the internet, to produce and publish writing and present the relationships between information
and ideas clearly and efficiently.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital
texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
Analyze the relationship between a primary and secondary source on the same topic.
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 60
th
U.S. History
Unit 5: Division and Reunion
(1861-1877)
Chapter 17 – The Civil War
(1861-1865)
Dates: 4 Nine Weeks
(4 weeks)
(pgs. 484-511)
Grade: 8
Vocabulary:
Significant Events:
Key Terms:
Section 1 – Mint, Secede
Section 1 - Southern Secession, Ft. Sumter
Section 2 – Innovation, Casualties, Peninsula
Section 2 - First Bull Run, Seven Days’ Battles,
Second Bull Run, Antietam
Section 1 - Border State, Cotton Diplomacy, Rebel,
Yankee
Section 3 – Campaign, Maneuvers
Section 4 – Abolitionist
Section 3 - Shiloh, Ft. Pickens vs. Ft. Barrancas,
Vicksburg, Mobile Bay
Section 5 – Execute
Section 2 - Iron Clad, Habeas Corpus
Section 3 – Blockade
Section 4 - Emancipate, Ratify
Section 5 - Offensive, Total War
Section 4 – Emancipation Proclamation, U.S.
Colored Troops, Andersonville, Elmira
Section 5 - Fredericksburg, Chancellorsville,
Gettysburg, Pickett’s Charge,The Wilderness,
Petersburg, Sherman’s March to the Sea, Olustee,
Atlanta, Appomattox, Lincoln’s Assassination (
threatens to start the war again)
Important People:
Section 1 – Abraham Lincoln, Winfield Scott,
Jefferson Davis, Robert Anderson,
Adam Slemmer, Stephen Mallory, P.G.T. Beauregard
Section 2 – Irvin McDowell, Joseph Johnston,
Robert E. Lee, Ambrose Burnside,
Albert Sidney Johnston, George McClellan
Section 3 – U.S. Grant, Braxton Bragg,
David Farragut,
Section 4 – Frederick Douglass, Henry Wirz
Section 5 – Stonewall Jackson, James Longstreet,
Joseph Hooker, George Meade, J.E.B. Stuart,
John Reynolds, George Pickett, William T. Sherman,
Joshua Chamberlain, Belle Boyd, Mary Chestnut,
Rose Greenbow, Clara Barton, Matthew Brady,
Class Assignment(s)/Project(s):
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 61
th
Unit 5: Division and Reunion
(1861-1877)
U.S. History
Chapter 17 – The Civil War
(1861-1865)
Dates: 4 Nine Weeks
(4 weeks)
(pgs. 484-511)
Grade: 8
Choices-Career Planning Once per week for the second semester. 1003.491 Florida Career and Professional Education Act.
History Alive Chapter 22
SHEG Activities- Emancipation Proclamation Lesson Plan, Emancipation Proclamation Original Documents Lincoln SAC Lesson Plan, Lincoln SAC Power Point
Presentation, Nast Political Cartoon Lesson Plan, Gettysburg DBQ, Civil War Battles or Generals Alphabet books, Guided Reading Activities, Two-Column Notes.
Civil War Trust http://www.civilwar.org/education/teachers/curriculum/civil-war-curriculum/middle-school/lesson-plans-middle.html -Lesson plans, videos, and
PowerPoints
th
U.S. History
Unit 5: Division and Reunion
(1861-1877)
Chapter 18– Reconstruction
(1863-1896)
Dates: 4 Nine Weeks
(2 weeks)
(pgs. 514-530)
Grade: 8
Essential Questions: How did a deeply divided nation move forward after the Civil War?
-What problems did the nation face in rebuilding during Reconstruction?
-How did the Republicans in Congress take control of Reconstruction?
-As Reconstruction ended, what new hurdles did African-Americans face as the South attempted to rebuild?
Standard 5:
BENCHMARK CODE
SS.8.A.1.1
SS.8.A.1.3
SS.8.A.1.4
Examine the causes, course, and consequences of the Civil War and Reconstruction including its effects on American
peoples
BENCHMARK
Provide supporting details for an answer from text, interview for oral history, check validity of information from
research/text, and identify strong vs. weak arguments.
Analyze current events relevant to American History topics through a variety of electronic and print media resources.
Remarks/Examples:
Examples are articles, editorials, journals, periodicals, reports.
Differentiate fact from opinion; utilize appropriate historical research and fiction/nonfiction support materials.
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 62
th
U.S. History
SS.8.A.1.6
SS.8.A.1.7
SS.8.A.5.3
Unit 5: Division and Reunion
(1861-1877)
Chapter 18– Reconstruction
(1863-1896)
Dates: 4 Nine Weeks
(2 weeks)
(pgs. 514-530)
Grade: 8
LACC.68.RH.1.1
LACC.68.WHST.1.1
Compare interpretations of key events and issues throughout American history.
View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts.
Explain major domestic and international economic, military, political, and socio-cultural events of Abraham Lincoln’s
presidency.
Remarks/Examples:
Examples are sectionalism, states’ rights, slavery, Civil War, attempts at foreign alliances, Emancipation Proclamation,
Gettysburg Address, Second Inaugural Address.
Explain and evaluate the policies, practices, and consequences of Reconstruction (presidential and congressional
th
th
th
reconstruction, Johnson’s Impeachment, Civil Rights Act of 1866, the 13 , 14 , and 15 Amendments, opposition of
Southern whites to Reconstruction, accomplishments and failures of Radical Reconstruction, presidential election of 1876,
end of Reconstruction, rise of Jim Crow laws, rise of the Ku Klux Klan).
Evaluate how amendments to the Constitution have expanded voting rights from our nation’s early history to present day.
Evaluate and compare the essential ideals and principles of American constitutional government expressed in primary
sources from the colonial period to Reconstruction.
Identify the physical elements and the human elements that define and differentiate regions as relevant to American
history.
Remarks/Examples:
Examples of physical elements are climate, terrain, resources.
Examples of human elements are religion, government, economy, language, demography.
Use political maps to describe changes in boundaries and governance in American history.
Describe human dependence on the physical environment and natural resources to satisfy basic needs in local
environments in the United States.
Cite specific textual evidence to support analysis of primary and secondary sources.
Write arguments focused on discipline-specific content.
LACC.68.RH.1.2
ee. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
ff. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
gg. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims,
reasons, and evidence.
hh. Establish and maintain a formal style.
ii. Provide a concluding statement or section that follows from and supports the argument presented.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source
SS.8.A.5.8
SS.8.C.1.6
SS.8.C.2.1
SS.8.G.2.1
SS.8.G.4.6
SS.8.G.5.1
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 63
th
U.S. History
Unit 5: Division and Reunion
(1861-1877)
LACC.68.WHST.1.2
LACC.68.RH.1.3
LACC.68.RH.2.4
LACC.68.WHST.2.5
LACC.68.RH.2.6
LACC.68.WHST.2.6
LACC.68.RH.3.7
LACC.68.RH.3.8
LACC.68.WHST.3.8
LACC.68.RH.3.9
Chapter 18– Reconstruction
(1863-1896)
Dates: 4 Nine Weeks
(2 weeks)
(pgs. 514-530)
distinct from prior knowledge or opinions.
Write informative / explanatory texts, including the narration of historical events, scientific procedures / experiments, or
technical processes.
ee. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables),
and multimedia when useful to aiding comprehension.
ff. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and
examples.
gg. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
hh. Use precise language and domain-specific vocabulary to inform about or explain the topic.
ii. Establish and maintain a formal style and objective tone.
jj. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Identify key steps in a text’s description of a process related to history / social studies (e.g., how a bill becomes law, how
interest rates are raised or lowered).
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related
to history / social studies.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of
particular facts).
Use technology, including the internet, to produce and publish writing and present the relationships between information
and ideas clearly and efficiently.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital
texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
following a standard format for citation.
Analyze the relationship between a primary and secondary source on the same topic.
Vocabulary:
Significant Events:
Key Terms:
Section 1 – Procedure
Section 1 – Ten Percent Plan, Wade-Davis Bill,
Thirteenth Amendment, Freedmen’s Bureau
Section 1 –Pocket Veto
Section 2 – Principle, Moderate
Grade: 8
Section 2 – Black Codes, Radical Republicans, Civil
Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 64
th
U.S. History
Unit 5: Division and Reunion
(1861-1877)
Section 3 – Carpetbaggers
Chapter 18– Reconstruction
(1863-1896)
Dates: 4 Nine Weeks
(2 weeks)
(pgs. 514-530)
Section 2 – Fourteenth Amendment, Reconstruction
Acts, Fifteenth Amendment
Section 3 – Compromise of 1877, Plessy vs.
Ferguson,
Grade: 8
Rights Act of 1866, Impeachment
Section 3 – Ku Klux Klan, Poll Tax, Segregation, Jim
Crow Laws, Sharecropping
Important People:
Section 1 – Abraham Lincoln, Benjamin Wade, Henry
Davis, William Lloyd Garrison, Frederick Douglass,
Andrew Johnson
Section 2 – Thaddeus Stevens, Charles Sumner,
U.S. Grant
Section 3 – Hiram Revels, Blanche K. Bruce,
Rutherford B. Hayes, Samuel J. Tilden, John Marshall
Harlan
Class Assignment(s)/Project(s):
Choices-Career Planning Once per week for the second semester. 1003.491 Florida Career and Professional Education Act.
History Alive Chapter 23
•
http://sheg.stanford.edu/?q=node/29
•
SHEG Activities- Radical Reconstruction Original Documents, •
Reconstruction Final SAC Lesson, •
Reconstruction Final SAC Original Documents, •
Reconstruction Timeline, •
Sharecropping Lesson Plan, •
Sharecropping Original Documents, Buddy Taylor Middle School
Flagler County School District Continuous Pacing Guide
2100010 M/J U.S. History 2013-2014
Page 65
th
U.S. History
Unit 5: Division and Reunion
(1861-1877)
Chapter 18– Reconstruction
(1863-1896)
Dates: 4 Nine Weeks
(2 weeks)
(pgs. 514-530)
•
Political Cartoon Review, •
Comparison of Impeachment Proceedings in U.S. History ( Johnson, Nixon, Clinton) Guided Reading Activities, •
Constitutional Amendment Review. Grade: 8